Not Every Impairment is Visible

Understanding Invisible Impairments

Invisible or non-visible impairments are conditions that are not immediately apparent to others. Examples include:

• Mental health conditions such as anxiety and depression

• Neurodivergent conditions such as autism, ADHD or dyslexia

• Cognitive impairments and memory difficulties

• Sensory differences (e.g., hearing or vision loss)

• Long-term or fluctuating conditions such as multiple sclerosis, ME/CFS, or fibromyalgia

Because these impairments are not outwardly visible, people may face disbelief, stigma, or exclusion, which can have lasting effects on wellbeing, confidence, and career progression.

Legal Protections and Policy Framework

The Equality Act 2010 protects individuals with invisible impairments by requiring employers, educators, and service providers to make reasonable adjustments. The UK is also a signatory to the UN Convention on the Rights of Persons with Disabilities (CRPD), which commits to promoting inclusion and accessibility.

Key UK legislation includes:

• Mental Capacity Act 2005

• Care Act 2015

• Autism Act 2009

Government programmes such as Access to Work (AtW) and the Disabled Students Allowance (DSA) help fund adjustments in the workplace and higher education.

The National Disability Strategy (2021) aimed to make workplaces and public spaces more inclusive, but implementation has been delayed following a 2022 High Court ruling that the strategy’s consultation process was inadequate.

Education: Higher and Further Education (FE and HE)

Disabled students are less likely to achieve qualifications in further or higher education compared to non-disabled peers. Those with invisible impairments - such as dyslexia or mental health conditions - experience particular challenges.

Key Issues

• Disabled students are less likely to progress to postgraduate education or highly skilled employment.

• Support for Disabled students varies across institutions.

• Barriers in early (pre-16) education can affect later outcomes in FE and HE.

Support Systems

In England:

• Higher Education institutions receive funding through the Disabled Students Premium (DSP) and Disabled Students Allowance (DSA).

• Further Education support is provided via the Education and Skills Funding Agency (ESFA).

Disabled students are supported through Learning Support Plans (LSPs) in HE and Education, Health and Care Plans (EHCPs) in FE (up to age 25).

However, only about 29% of students with known impairments access the DSA, and many find the application process overly complex. Those with mental health conditions or learning difficulties report being less satisfied with available adjustments.

Disclosure and Transitions

Students with invisible impairments are less likely to disclose their conditions - often due to fear of stigma or disbelief. Non-disclosure can lead to missed support opportunities and repeated explanations to staff.Transition periods, such as starting university or moving to independent living, can exacerbate certain conditions, making consistent support even more vital.

Inclusive Teaching and Accessibility

Some students report that academic staff are reluctant to make adjustments, or that teaching styles are too rigid. Universal approaches such as lecture capture (recorded lectures) are often preferred over individual accommodations.

A 2020–21 survey found that only 5% of universities made lecture recording compulsory, while most operated an opt-in or opt-out system. Expanding such universal design measures can help all students - not only those with impairments.

Employment: Barriers and Inclusion

The employment rate for Disabled people remains lower than for non-Disabled people, and the gap is wider for those with invisible impairments. Workers with such conditions report difficulties in recruitment, progression, and workplace culture.

Common Barriers

• Stigma and disbelief

• Fear of disclosing impairments

• Inaccessible recruitment processes

• Rigid work schedules

• Limited awareness among employers about available schemes like Access to Work

Flexible and remote working arrangements - introduced widely during the pandemic — proved transformative for many. However, access to these arrangements remains inconsistent across sectors and job levels.

Public Services and Accessibility

Barriers extend beyond workplaces and universities. People with invisible impairments may struggle with:

• Sensory barriers, such as bright lights or noisy environments

• Informational barriers, like unclear signage or inaccessible digital content

• Social barriers, including unplanned interactions or lack of understanding from staff

Digital accessibility and online service options are critical. Many people rely on assistive technology such as text-to-speech tools, which are often incompatible with poorly designed systems.

Changing Attitudes and Building Inclusion

Improving awareness and understanding is central to reducing stigma and promoting inclusion. Stakeholders and advocates suggest several strategies:

1. Awareness and Representation

• Positive representation of people with invisible impairments in media, leadership, and education

• Campaigns such as the Sunflower Lanyard and “Not Every Disability is Visible” have increased visibility and empathy

2. Training and Reciprocal Mentoring

• Training programmes for managers and educators on less-recognised impairments.

• Reciprocal mentoring, where Disabled employees mentor senior colleagues, can foster cultural change.

3. Open Communication

• Encouraging honest, non-judgmental discussions about impairment helps people feel safe to disclose their needs.

• Toolkits from organisations such as the TUC and UCU guide employers and institutions on promoting open dialogue.

4. Inclusive and Accessible Environments

• Universal design principles that consider sensory and informational accessibility

• Maintaining online access to education, events and services post-pandemic

• Developing “adjustment passports” that record an individual’s accommodations to avoid repeated disclosure

5. Structural and Policy Change

• Updating legislation and guidance to include less-recognised conditions

• Making flexible working the default unless employers have strong reasons otherwise

• Recognising and addressing non-physical adjustments, such as rest breaks or fluctuating workloads

Looking Ahead

Removing barriers for people with invisible impairments benefits everyone - socially and economically. Greater inclusion enables more people to participate fully in work, education and civic life.

Future priorities include:

• Ensuring cross-government coordination on policies that affect Disabled people

• Maintaining remote access options post-pandemic

• Expanding assistive and accessible technologies

• Involving people with invisible impairments directly in policy design and delivery

As the UK continues efforts to tackle the inequalities identified in the National Disability Strategy and related initiatives, equality of value and opportunity should be upheld for all, irrespective of the visibility of an impairment.